Understanding student motivations and career aspirations so that we can effectively support our graduates

Page, Nigel; Steeds, Emma; Carey, Louise; Siaw, Evelyn; Gurnett, Kelly; Belkacem, Lydia Ait; Ghatora, Baljit

doi:10.29311/ndtps.v0i11.569

Cited by 3 publications

(2 citation statements)

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“…The failure to meet salary expectations is a significant contributor to job dissatisfaction among graduates. Most university graduates anticipate that obtaining a degree will result in higher future earnings (Canales et al, 2016;Page et al, 2016). A study conducted at an American university found that graduates' income expectations had greatly influenced their career decisions, including their choice of field of study and later their job selection (Arcidiacono et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Job satisfaction among university graduates in Chile

Espinoza,

González,

Miranda

et al. 2024

HESWBL

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PurposeThe job satisfaction of university graduates can serve as an indicator of success in their professional development. At the same time, it can be a measure of higher education systems’ effectiveness. The purpose is to assess the relationship of university graduates’ socio-demographic characteristics, aspects of their degree program, experiences in the labor market and current working conditions and their job satisfaction.Design/methodology/approachThe data were collected from a survey conducted at 11 Chilean universities with 534 graduates. An ordinal logistic regression model was fit to calculate job satisfaction probabilities for different graduate profiles.FindingsThe results show that sex, field of study, gross salary and horizontal match are related to graduates’ job satisfaction. Men and graduates in education and humanities are more likely to report being satisfied with their current job. Those graduates receiving higher salaries and those who are horizontally well-matched report higher levels of job satisfaction.Originality/valueThis study contributes to expanding knowledge about the job satisfaction of university graduates. Specifically, based on the results obtained, it introduces the idea of aspiration fulfillment as a possible determinant of job satisfaction in different fields of study. This can serve as a starting point for research that delves into differentiated expectations for graduates from different disciplines.

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Section: Literature Reviewmentioning

confidence: 99%

Job satisfaction among university graduates in Chile

Espinoza,

González,

Miranda

et al. 2024

HESWBL

View full text Add to dashboard Cite

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“…Student integration into University life is critical to student engagement and attainment; yet, BME students frequently report being isolated, lonely (Cotton et al , 2016) and experience derisory support (NUS, 2011). BME students who are more likely to commute to University are less likely to engage in extra curriculum activities (Page et al , 2016), and are more focused on family, part-time employment, religious and solitary activities. These isolation factors have been observed elsewhere in higher education research with other minority student groups, mature and students from a low social economic background (Stuart et al , 2011).…”

Section: Introductionmentioning

confidence: 99%

Statistically, Does peer assisted learning make a difference on a UK engineering degree programme? HETL Scotland 2017

Nortcliffe

Parveen

Pink-Keech

2019

JARHE

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British Black Minority Ethnic (BME) students are nationally underachieving in comparison to their Ethnic Chinese and White peers; typically there is a 16% graduate attainment gap in the UK (Equality Challenge Unit, 2015). Previous research has suggested that the attainment gap could be explained by BME students' lack of sense of belonging; disengagement; typically commuting from their family home to University; typically have part-time employment. Peer assisted learning (PAL) has been shown to have a positive impact on addressing and resolving students' alienation and disengagement. However, a question still remains regarding whether student perceptions hold up to statistical analysis of learning performance when scrutinised in comparison to similar cohorts without PAL interventions. This paper presents the results of a statistical study for two cohorts of students on engineering courses with a disproportionately high representation of BME students. The research method undertook a statistical analysis of student records for the two cohorts to ascertain whether there are patterns of correlation between PAL, student ethnicity and student parental employment upon student academic performance and placement attainment. Student family employment background has also been shown to influence student engagement and retention on educational studies. Previous research evaluations of peer assisted learning programmes have focused on quantitative study of students' surveys and qualitative semi-structured research interviews with students on their student engagement and learning experience. Whereas this paper evaluates the intervention from a quantitative statistical analysis of the student records to evaluate the impact peer assisted learning has on a cohort's academic performance and placement attainment in comparison to different social categories (classifications). The results are compared against another cohort with a similar student profile who have not used PAL. The analysis of results of the two cohorts indicate that PAL does not significantly impact academic performance; however PAL appears to have a positive impact upon the placement attainment for BME students and students with parents in non-managerial/professional employment.

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